1. Speaking and Listening in Grades K-2
Nancy Frey, PhD
Santee School District

2. 1993 Standards committees formed
1% of all information communicated on two-way systems
Standards committees formed

3. 1995
Dial-up Internet services introduced
Standards are written

4. 1997
Standards adopted

6. TEACHER RESPONSIBILITY
“I do it”
Focused Instruction
Guided Instruction
“We do it”
“You do it
together”
Collaborative
“You do it
alone”
Independent
STUDENT RESPONSIBILITY
A Structure for Instruction that Works
(c) Frey & Fisher, 2008

7. GRR doesn’t just happen.
Re-create the magic every day.

8. Why Focus on Purpose? Are students accessing grade level standards?
Do students know what they are expected to learn, not just what they are expected to do?
How is instructional time used?
How does the teacher know when a learning goal has been met?

9. Why Focus on Modeling?
Provides students with examples of the cognitive work they are expected to do
Provides students with academic language
Taps into innate ability to imitate or mimic others

10. Why Focus on Guided Instruction?
Targets instructional needs
Provides feed forward instruction, not just feedback
Provides for Tier 2 (RTI2) supplemental intervention

11. Why Focus on Collaborative Learning?
Students must interact, using academic language, if they are to reach proficiency
Provides teachers time for small group guided instruction
Transfer of responsibility to students

12. What instructional moves does the teacher use to gradually release cognitive responsibility?
Video Analysis

13. Partner Talk in 2nd Grade
[video available at YouTube’s Fisher and Frey Channel]

14. What instructional moves does the teacher use to gradually release cognitive responsibility?
Video Analysis

15. How Did We Arrive at the Common Core Standards for English Language Arts?

16. “Fewer, Clearer, Higher”
Purpose of the newly designed standards
“Fewer, Clearer, Higher”

17. What are the significant shifts?

18. Key Features of the Standardspp
Text complexity and the
growth of comprehension.
Text types, responding to reading, and research.
Flexible communication and collaboration.
Academic language, vocabulary, and effective use.

19. Anchored K-12 4 Domains Reading (10 Literary & 10 Informational)
Writing (10)
Speaking and Listening (6)
Language (6)
Anchored K-12
College and Career-Readiness (CCR)
K-2: pp

20. “With adult support and guidance…”

21. First Steps What are your speaking and listening goals for your class?
2. What is the first, small change you can begin tomorrow?
3. What is the easiest thing you can change?
4. How will your grade band look and learn from one another?

22. Speaking and Listening
Anchor Standards
Chapter 4

23. The Pivotal Standards

24. CCSS Speaking and Listening Anchor Standards

25. Talk occurs on grade level topics,
texts, and issues.

26. TALK
To acquire a new language, you must use it, not merely listen to others using it.

27. How does this classroom speaking and listening?

28. K-2 Features Following the rules of discussion
Moving from participation to turn taking
Sustaining discussion through questioning
Adult support

29. 3-5 Features Preparation for discussion Yielding and gaining the floor
Posing and responding to questions
From explaining own ideas to explaining the ideas of others

30. 6-8 Features Using evidence to probe and reflect
Collegial discussions include goals and deadlines
Questions connect ideas from several speakers
Acknowledge new information

31. 9-10 Features Use prepared research in discussion
Voting, consensus, and decision making
Ensure hearing full range of opinions or options
Summarize and synthesize points of disagreement

32. 11-12 Features Civil, democratic discussions
Questions probe reasoning and evidence
Resolving contradictions
Determine what additional info is needed

33. Comprehension and Collaboration
1. Prepare for and participate in collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively.

34. What is familiar?
What is new?
What may be challenging
to students?
What may be
challenging to us?

35. (applies to some standards…a, b,c,…)
Domain
RL- Reading Standards for Literature
RI- Reading Standards for Informational Text
RF- Reading Standards: Foundational Skills
W- Writing Standards
SL- Speaking and Listening Standards
L- Language Standards
Standard
(numbered 1 to 6 or 1 to 10, depending on the number of anchors in each strand)
Grade Level
SL 4.1 c
Reading Standard for Informational Text, Grade 1, Standard 10, Element “a”
Element
(applies to some standards…a, b,c,…)
K-2: p. 18

36. As a team, trace the anchor standards as it evolves from Kindergarten through grade 12.
What will need to be taught?
What experiences will they require?
Be prepared to share!

37. Comprehension and Collaboration
“Integrating multiple sources of information…”

38. Comprehension and Collaboration
“Evaluate a speaker’s point of view…”

39. Comprehension and Collaboration Anchor Standard 3: Evaluate a speaker’s reasoning, and use of evidence and rhetoric.
Kindergarten
“Ask and answer questions in order to seek help, get information, or clarify something that is not
understood.”
Grade 2
“Ask and answer questions about what a speaker
says in order to clarify comprehension, gather
additional information, or deepen understanding
of a topic or issue.”

40. Presentation of Knowledge and Ideas
“…digital media and visual displays…”

41. Presentation of Knowledge and Ideas
“Present information… such that listeners can follow…”

42. Think-Pair-Share
I connect with…
I’m wondering about…
I think that…

43. Constrained vs. Unconstrained Skills
Phonemic Awareness
Phonics
Fluency

44. Constrained vs. Unconstrained Skills
Comprehension
Vocabulary

45. Read and discuss the CCSS statement on listening comprehension in your handout. What are the implications for your grade band? What does this confirm for you? Where will you need to make changes to your practice?

46. ABC Brainstorming Chart
Work with a partner to brainstorm concepts, terms, and activities associated with VOCABULARY and COMPREHENSION.
How many can your team
come up with in 3 minutes?

47. Compare papers with others at your table and add terms to your own
Compare papers with others at your table and add terms to your own. How many terms did you collectively gather?

48. Building Comprehension and Vocabulary Through Speaking and Listening

49. Songs and chants
Puppetry
Word play
Syllable clapping

50. Accountable Talk Describes high levels of engagement and
critical thinking among learners
Accountability that discussions are on the topic
Accountability to use accurate information
Accountability to think deeply about what is being said

51. Promoting Oral Language
Accountable talk
Press for clarification and explanation: Could you tell us more?
Require justification of proposals and challenges: Where did you find that information?
Recognize and challenge misconception: I don’t agree because ...
Demand evidence for claims and arguments: Can you give me an example?
Interpret and use each other’s statements: David suggested …
Institute for Learning, University of Pittsburgh

52. Turn and Talk

54. Accountable Talk sounds like …

55. Don’t say something students can say.
Accountable Talk requires conversational moves by the teacher.
Don’t say something students can say.

56. Conversational Moves of the Teacher
Marking: “That’s an important point.”
Challenging students: “What do you think?”
Michaels, S., O’Connor, M. C., Hall, M. W., & Resnick, L. B. (2010). Accountable Talk® Sourcebook: For Classroom Conversation That Works (v.3.1). University of Pittsburgh Institute for Learning. Retrieved from
Michaels, et al., 2010

57. Conversational Moves of the Teacher
Keeping the channels open: “Did everyone hear that?”
Keeping everyone together: “Who can repeat…?”
Michaels, S., O’Connor, M. C., Hall, M. W., & Resnick, L. B. (2010). Accountable Talk® Sourcebook: For Classroom Conversation That Works (v.3.1). University of Pittsburgh Institute for Learning. Retrieved from
Michaels, et al., 2010

58. Pressing for accuracy: “Where can we find that?”
Linking contributions: “Who wants to add on…?”
Verifying and clarifying: “So, are you saying…?”
Building on prior knowledge: “How does this connect?”
Pressing for reasoning: “Why do you think that?”
Expanding reasoning: “Take your time; say more.”
Michaels, et al., 2010

59. Tip #1: Begin with the end in mind
Teach what is most valuable from the beginning: we help each other, and we are accountable for what we say to one another.

60. Teach students a helping curriculum

61. Tip #2: Start Small

62. Tip #3: Start where you’re comfortable.
Begin with routines and activities that you are most comfortable with. Make it easier on yourself and your students by choosing ones you have more confidence in.

63. Tip # 4: Look to Learn

64. Common Core State Standard Supplemental Materials
Engage NY New York Language Arts Program Listening and Learning Strand and Skills Strand

65. Common Core State Standard Supplemental Materials
EngageNY K-2 ELA Listening and Learning Strand
EngageNY K-2 Skills Strand

66. Next Steps What are your speaking and listening goals for your class?
2. What is the first, small change you can begin tomorrow?
3. What is the easiest thing you can change?
4. How will your grade band look and learn from one another?

67. Thank you!